Not On My Watch-A Personal Story of Experiencing Marxist Indoctrination in Higher Education

Saturday, January 11, 2014

Socially Engineered Equality will Cost Us Our Freedom...... David Risselada

Many liberal theoreticians
would argue that the striving for total equality is what drives many of their
policy initiatives. Surely we can all relate to some reference made by a
liberal politician concerning the “fairness” of life in American while cries
are currently made to fight income inequality and raise the minimum wage.
Liberals tend to base this belief on the idea that the United States is an “oppressive
meritocracy” where only those with ability can financially succeed and the rest
get left behind. They have this belief that total equality can be socially
engineered and they tend to implement policies that hurt those that have
succeeded at something while claiming it will help those who haven’t. We all
know of course that this isn't the truth. What generally happens is that the successful
suffer while those the policies were intended to help rarely improve at all.
Liberals want to believe that the words “All Men Are Created Equal” mean we are
all capable of achieving the same things, this is not the case. Nowhere are the
misguided social engineering efforts of liberals more evident than in our
education system.

Few can argue that
our schools are in massive trouble. It seems that the public education system
is doing little more than producing compliant, global citizens who know not
their rights and responsibilities, but only how to follow and conform. In order
for the U.S. to remain competitive and maintain the liberty we have enjoyed for
over two centuries it is essential to have an educated population. We don’t,
and it is because of the attempts of socialists to force their idea of equality
down our throats. As it stands right now the Chinese and the Japanese are far
surpassing the United States in mathematics, a field essential if we are to
produce engineers and scientists. A study published by the America Association
of the Advancement of Science details the differences in math achievement in
first through fifth graders in the U.S., China and Japan. Sadly the highest
score for American children in these grades isn't even comparable to the lowest
scores of our Asian counterparts. This study also shows the level of commitment
by the parents to make their children do homework. Chinese and Japanese parents
are making their children do homework for more than twice as long as American
Children, in some cases more than five times as long. Amount of time spent
doing homework for American first graders? Fourteen minutes, while the Chinese
was seventy seven minutes and the Japanese 37. http://homepage.psy.utexas.edu/HomePage/Class/Psy333N/Legare%20Fall%202008/Articles/Stevenson%20et.%20al.%20Mathematics%20Achievement.pdf

Is this
superiority in math achievement the result of Asians being naturally better at
math, as the typical stereotype would suggest? No, of course not; while the commitment
of parents to force their children to do what they don’t want to may be a
contributing factor, most of it has to do with the politics of fairness and
equality and the effects it has on those who want to achieve.

In recent years
the United States has been inundated with the “everyone gets a trophy” mentality.
Many high schools across the nation have eliminated their valedictorian
programs because it is unfair that high achievers get recognized and nobody
else does. This “lowering of the
standards” is doing nothing but destroying initiative and a desire to learn.
This is demonstrated by another study conducted by Educational Evaluation and
Policy Analysis journal. Examining data collected between 1994 and 1999 from
the Chicago Public Schools, the results were just recently published in 2012.
The school attempted to equalize results by making algebra available to
everyone and eliminating classes designed for lower achieving students. http://blogs.edweek.org/edweek/curriculum/2012/08/the_push_for_algebra-for-all_p.html

Instead of having groups of students working
in separate environments to improve what they needed to improve upon, lower achieving
students were thrust into the mix with
the higher achieving students and the results were nothing less than
predictable. The only real effect was that teachers had to alter their teaching
methods to accommodate those who wouldn't have been able to keep up while
ignoring the needs of those who were ready to move on. Thus the only real
accomplishment was the lowering of the standard. This is fair to those who want
to apply themselves in what way? The question doesn’t imply that those
struggling with algebra don’t want to apply themselves but should those who excel
at something have to be set back to satisfy the insecurities of those that don’t?
Maybe if students were taught that they can achieve by finding their natural
talents then there would be no hurt feelings over someone else’s success.

It’s evident that
the liberal’s mundane attempts to socialize fairness have done nothing but drop
the bar for American students. We were once the most educated people on the
planet with a population that was responsible for some of the world’s greatest
advancements. We are now being replaced as the world’s super power by a communist
nation because they aren't afraid to make little Johnny study and their not
afraid to tell him he needs to work harder to succeed. If something isn't done
to correct this the United States will surely be reduced to a nation who was
once free to one who will have lost its freedom because we have failed to
correct this. If you think the Chinese are not motivated by world conquest then
you are a fool.